Tuesday, May 4, 2010
Topics 16 & 17
April Links
PBS Plan Tools
Cultural Competence
Planning in Schools
SIT Team Referral Package
Research Based Case Studies
Sunday, April 18, 2010
Topic 15
Topic 15
Holly Tetreault
Emotional and Behavioral Disorders
Evaluating PBS Plans
The Basics
PBS refers to positive behavior supports. SWPBS is a school wide positive behavior support program that an entire school takes part in. Evaluation of these programs is essential to maintaining its effectiveness. The National PBIS (Positive Behavior Interventions & Supports) website provides all the information necessary to evaluate a SWPBS plan. The first section is comprised of school wide evaluation tools. This also includes case studies and examples. The second section focuses on tiers 2 and 3. This section includes checklists and functional behavior assessments. The third section contains SIMEO tools. SIMEO represents Systematic Information Management for Educational Outcomes. This provides resources to schools, families, and students.
So what does a school wide plan look like? This is an example of a review I wrote about my schools PBS plan. We are White Church Elementary in Kansas City, KS. Our school wide motto is "Be Respectful, Be a Learner, Be in Control." This is a summary of how our SWPBS plan works!
Example of a SWPBS
White Church Elementary has a School-Wide Positive Behavior Support Program in place. Our school rules are, “Be Respectful, Be a Learner, and Be in Control.” The rules apply for our hallways, bathrooms, cafeteria, and classrooms. We begin the year with a PBS program to model what these behaviors look like for our students. In addition we have a school wide token, the Bee Buck. Teachers are allowed to give these to any student who is “caught” following the rules. Students who are walking appropriately, using indoor voices and appropriate voices, keeping hands to themselves, and are being respectful to others are rewarded with bee bucks. The prize for the bee bucks change ever 4-5 weeks.
Our PBS team is the same as our SIT B (Student Intervention Team-Behavior) team. We meet every Tuesday at 8:00 in the morning. If a student is referred to the SIT team we will meet every other week with the teachers to address those behavior issues. Every other week we meet to discuss our PBS program. We brainstorm activities for incentives, funding ideas, and evaluate data to determine if our plan is working. We have six members to our team. Our principal, our fifth grade teacher who serves as the head of the PBS team, our fourth/fifth multi grade teacher, a third grade teacher, a first grade teacher, and myself, the special education teacher.
We use SWIS (School Wide Information System) to collect data on our students. A print out will break down for us the number of referrals we have as a school, how many per grade, and which students specifically. The data also shows what time of day had the most referrals, where the incidents occurred, and what the offenses were that students were written up for. For example, we looked at the data and November and the first thing we noticed is that the most incidents happened on the playground around 1:30. We know this is when fourth and fifth grade is at recess. We also noticed that most of the referrals were written for physical aggression. Furthermore there were four forth grade students that made up nearly 50% of all referrals. After reviewing the data and analyzing the situation we realized that these four students fight over kickball and who can bring in the balls from recess. On these occasions the fights became physical. We decided as a team a plan to put in place during recess in the spring. (We did not have outdoor recess in December, January, and most of February.) We would post the rules of kickball outside, a teacher would monitor the game, and students would have a rotating schedule for who could bring in the balls. When we reviewed data again at the end of March we noticed that referrals for recess for that age group had gone down.
I conduct reading groups for grades kindergarten through 5th grade in my classroom in the mornings. I incorporate PBS by following the school wide plan. We have an apple tree in our room. There is a ladder from the apple tree to the ground and a basket at the bottom. Each group has an apple. If the group has followed the rules, “Be respectful, be a learner, and be in control,” then there apple falls. When the groups’ apple reaches the basket they can choose something from the prize box or choose to have lunch with the teacher. I also reward students with Bee Bucks during the group for things like coming in quietly, sitting at the table, pushing in their chairs, using indoor voices, and working hard.
Our PBS team decides the incentives for Bee Bucks. We alternate doing whole school rewards with classroom rewards. At the beginning of the year we start with a short, whole school reward. Each class sets a goal for how many bee bucks each student needs to earn. Students who meet that goal on time get to participate in an extra recess and have popsicles. We then let teachers set a class goal for the next turn. Goals are typically extra recess, pajama day, a movie, and other treats and activities. Other school wide rewards we’ve had have been a school wide movie with popcorn and soda or juice the last day before the holiday break, a school wide extra recess with a sports theme, and a luau lunch in the cafeteria with all students.
Our PBS program is currently funded by a grant. However, we have begun to brainstorm possible fundraising activities for the upcoming year when the grant will expire. We are working with PAWS (Parents at Work in School) to help coordinate events and activities.
Topic 14
Topic 14
Holly Tetreault
Emotional and Behavioral Disorders
Cultural Competence
The Basics
What is cultural competence?
Cultural competence is defined by the expert panel at the Centers for Effective Collaboration and Practice as, “a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross–cultural situations.” They further provide an operational definition of, “cultural competence is the integration and transformation of knowledge about individuals and groups of people into specific standards, policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby producing better outcomes.”
So what does this mean for schools?
This tells us that schools have to work together as district, school, and individual teams to meet the needs of our culturally diverse learners. According to Dr. Cathy Kea, Dr. Gloria D. Campbell-Whatley, and Dr. Heraldo V. Richards there are three levels to cultural competence. In their article, “Becoming Culturally Responsive Educators: Rethinking Teacher Education Pedagogy,” they describe the lowest level as exclusive. This means that students are taught about diversity in relation to stereotypes and specific lessons targeted and cultural content. In the second level, inclusive, students are exposed to more diversity in more lessons however it is taught through the same traditional mold. Finally in the transformational level the curriculum has been transformed so that all curriculums across all content areas are integrated to reflect cultural competence.
How does this effect individual students?
As teachers, our job is to make students think about other cultures and embrace them. We are responsible for making all students feel as though they have a place in the classroom environment. As I discussed earlier, this involves creating a classroom environment that is accepting of all students and their cultures. Discussions and activities regarding culture do not stand alone but should be implemented into all curriculums. For students with IEP's there should be specific and explicit accomodations and modifications in place to ensure the child is receiving an appropriate education.
Federal Policies and Legislation
The Civil Rights Act of 1964 states that individuals cannot be discriminated based on race. It does not however specify how they should be taught or address integrating cultural competence into the curriculum.
There are however many tie-ins to special education in regards to cultural competence.
Additional Resources
The following websites will provide additional information on training available. They also provide additional information on cultural competence.
Passports: Crossing Cultural Borders
Center for Effective Collaboration and Practice
Becoming Culturally Responsive Educators: Rethinking Teacher Education Pedagogy
National Clearinghouse for Bilingual Education
Office of Health and Human Services
Education and Culture: A publication of Purdue University
Sunday, April 11, 2010
Topics 12 & 13
Topics 12 & 13
Holly Tetreault
Emotional and Behavioral Disorders
Crisis Management, Seclusion, and Restraint
The Basics
Crisis management, according to the U.S. Department of Education, is vital to helping faculty, students, and parents what the proper steps are in case of an emergency. Emergencies include but are not limited to weather related disasters, intruder alerts, fire related disasters, and attacks on the school. During these crisis events a plan should be set in place. Schools should have a plan to move children to safety, connect with emergency service providers, care for students and faculty in need, and recover from the crisis. These plans should include step by step directions, maps of locations, and procedures for communicating. In addition to having these plans they need to be practiced. Schools are required to have drills to ensure staff know exactly what to do and how to do it in a timely manner in case of disaster.
According to PBIS, Positive Behavior Interventions and Supports, seclusion and restraint refer to students being isolated or physically prevented from causing or continuing to cause serious harm to themselves and others. They are considered types of interventions in treatments however, data shows that they often reinforce problem behaviors. PBIS also notes that schools that participate in SWPBS, Schools Wide Positive Behavior Interventions and Supports, have less need for seclusion and restraint and are often able to use positive interventions to reinforce positive behaviors. Currently seclusion and restraint is a hot topic nationally. It is a highly debated issue that is currently being debated in our government.
Federal Policies and Legislation
Currently districts are responsible for developing their own crisis emergency plans. The U.S. Department of Education offers grants, training, and information to help schools re-evaluate their plans and to create new ones if one does not exist.
The U.S. House recently (March 3rd, 2010) approved H.R. 4247, the Keeping All Students Safe in Schools Act. The act came about after the U.S. Government Accountability office report showed that there were widespread claims of abuse due to inappropriate use of restraint and seclusion. In some extreme cases is was found that duct tape, rope, chairs with straps, and bungee cords were used as means to restrain and isolate children.
The U.S. Department of Education reports that issues of seclusion and restraint are state issues and vary greatly from state to state. Currently nineteen states have no laws regarding seclusion and restraint. This act will create a federal standard to protect all students in all states. The bill will “prohibit school staff from including restraint or seclusion as planned interventions in student’s education plans, known as Individualized Education Programs (IEP’s).”
Additional Resources
The following are lists of resources by numerous agencies and cites. They are to divided into crisis management and seclusion and restraint. The purpose of these cites is to provide more information on the issues and guide schools, parents, and students in the proper direction.
Crisis Management
The U.S. Department of Education provides additional resources to help schools initiate crisis plans.
Ready America is a government site that connects parents, schools, and communities with information regarding crisis management. There is also a section just for kids.
The National School Safety and Security Services was created to facilitate emergency and crisis plans.
Seclusion and Restraint
The House Committee on Education and Labor provides additional information on current legislation.
PBIS is a great source for alternatives to seclusion and restraint as a means of treating problem behaviors.
The U.S. Department of Education provides information and updates on the status of seclusion and restraint as is becomes a more prominent issue in the national spotlight.
The Autism Self Advocacy Network provides information on the use of seclusion and restraint on students with Autism.
Wednesday, April 7, 2010
Topic 11
Topic 11
Holly Tetreault
Emotional and Behavioral Disorders
Social Skills
Operational Definition
Social skills are skills that are taught explicitly during school to promote social acceptance and awareness. The skills are taught based on a student’s need for improvements in behavior regarding social issues. There are various definitions available through various websites. All seem to agree though that the outcome of teaching social skills is for students to have positive interactions with their peers.
How are social skills taught?
Social skills are taught in school throughout the day. In an elementary setting the skills may be taught by a general education teacher, special education teacher, or social worker. In the secondary level the skills may be taught by various content general education teachers, special education teachers, social worker, or school counselor. Skills are taught through lessons that introduce, model, and allow for student practice of the skill. Skills are reinforced throughout the day with positive reinforcements. For example, the lesson may be taught during a 30 minute lesson in the general education classroom daily. This may be incorporated into a morning meeting or during any additional time. If the lesson were on a social skill such as “honesty” the teacher will reinforce this skill by giving positive attention to students who exemplify this skill. A student may give another student back something that was on the floor, this simple action would model being honest.
Is there curriculum available?
According to the Kansas Institute for Positive Behavior Supports some common curriculums include:
- First Steps to Success
- Second Step Violence Prevention
- The Walker Social Skills Curriculum: The Accepts Program
In USD 500, Kansas City Kansas Public Schools, we utilize the Second Step program. The program comes with lessons already created with a script for teachers to read from. There are large picture cards that display students with varying emotions. Students discuss the card and role play activities to model appropriate behaviors.
The program is actually a very good program however it is not utilized as it should be. In many schools due to the time constraints teachers end up cutting second step from the daily schedule. Classes often only use Second Step for 15-30 minutes one day a week. In the secondary schools Second step is used as program for students with frequent suspensions instead of as a preventive school.
How else can social skills help my kids?
Social skills can be used to create replacement behaviors for students. The skills taught can be used in a BIP (Behavior Intervention Plan) as a replacement behavior. For example, in a Kindergarten classroom we had a student who had not attended preschool or day care prior to kindergarten. When he needed something he would shout out. He didn’t understand how to appropriately get attention. The kindergarten teacher and I incorporated a few mini lessons on raising your hand into the morning curriculum. Through out the day she positively praised students for raising their hand, particularly this student. Though at the time we were in the process of an FBA and working on a behavior plan for other behavioral concerns, this was a way we addressed an issue by replacing the behavior of yelling with hand raising.
Where can I learn more?
Here are websites you can view for additional information.
- Model Me Kids: Social Skills Curriculum
- Getting to Know You!: A Social Skills Curriculum
- Dr. Mac: Classroom Behavior Management
Sunday, April 4, 2010
Topic 10
Topic 10
Holly Tetreault
Emotional and Behavioral Disorders
Function Based Interventions for Students
The Basics
According to IDEA 2007, as presented by the Council for Exceptional Children, a functional behavior assessment is conducted when a behavior is determined to impede the learning of him/herself and others. A function-based intervention is put into place when the student is non-responsive to primary and secondary positive behaviors supports. The behavior should first be identified; data collected to show that current interventions are not successful, and finally the plan will contain a replacement behavior that can replace the current behavior. The function refers to why the student is doing what they’re doing. There are two major functions; to obtain something or avoid something. The function-based intervention is put into place and monitored to determine if it has replaced the original behavior with a positive or more acceptable behavior that still allows the student to acquire their needs.
Kansas Institute of Positive Behavior Supports
The following are three resources from the KIPBS site. A description is provided in addition to a link to the KIPBS page where more information can be found. Each resource will be utilized in the future to aide in function based interventions.
The interview form is used to collect information on a student during a Functional Behavioral Assessment. For an FBA to conducted it must be determined that the behavior occurs even with tier 1 and 2 interventions. The intervention should address the behavior that needs to be replaced. I personally used this form this year. A general education teacher completed it (as best as she could) on a student I was conducting an FBA on. In my schedule I am unable to observe the student as often as I would like and I do not witness many of the behaviors that occur in the classroom. This allows the teacher a form to constructively tell me about the behaviors.
The competing behavior diagram is used to determine the setting events, antecedent, and the behavior. From there the team determines what the desired behavior is and the replacement behavior. This allows the team to document what they hypothesize and the effectiveness of the interventions. The chart is extremely helpful in outlining what we often think but don’t often verbalize. For me it is an easy visual representation of the behaviors.
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